Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1093
Providing feedback is one teacher’s inevitable activity in the classroom. The feedback may occurs in different learning subjects, one of which is in writing course. In this subject, students need the feedback process more than other subject. However, not all students’ responded positively to this process of feedback. Relevant to the fact, this study was intended to find out the students’ responses to their teacher feedback especially in writing course. To that end, qualitative research analysis was used to explore and investigate this phenomena. Students enrolled in writing course were the main participants in this study. Interviews and observation were used as the primary instrument to collect the data needed. The result has revealed that students responses vary based on their own personal preferences. Some positively responded, some responded neutrally and the other responded negatively
{"title":"THE ANALYSIS OF EFL STUDENTS’ RESPONSES TO TEACHER FEEDBACK ON WRITING","authors":"","doi":"10.31980/eealjournal.v3i1.1093","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1093","url":null,"abstract":"Providing feedback is one teacher’s inevitable activity in the classroom. The feedback may occurs in different learning subjects, one of which is in writing course. In this subject, students need the feedback process more than other subject. However, not all students’ responded positively to this process of feedback. Relevant to the fact, this study was intended to find out the students’ responses to their teacher feedback especially in writing course. To that end, qualitative research analysis was used to explore and investigate this phenomena. Students enrolled in writing course were the main participants in this study. Interviews and observation were used as the primary instrument to collect the data needed. The result has revealed that students responses vary based on their own personal preferences. Some positively responded, some responded neutrally and the other responded negatively","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127099962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1096
Dini Yahdiyani
The effect of Teacher’s Corrective Feedback in Teaching Writing is a strategy that effectively facilities in learning English. The students can be more aware with the errors that they made in their writing product and will not write the errors repeatedly. The method used in this study was pre-experimental design and it was conducted in one of Islamic High School in Garut class X IPA 1. Written test was given to every students of the class to find out students’ writing achievement before and after have been given treatments. Beside that the interview was conducted to gather more information about students’ responses toward the strategy. Based on the findings that the value of tobserve (17.372) > tcritical (2.0452) it can be define that tobserved was out of Ho area and it meant that Ha was accepted. Therefore, it was concluded that using teacher’s corrective feedback significantly affected students’ achievement in writing text.
{"title":"THE EFFECTIVENESS OF TEACHER’S CORRECTIVE FEEDBACK IN TEACHING WRITIN","authors":"Dini Yahdiyani","doi":"10.31980/eealjournal.v3i1.1096","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1096","url":null,"abstract":"The effect of Teacher’s Corrective Feedback in Teaching Writing is a strategy that effectively facilities in learning English. The students can be more aware with the errors that they made in their writing product and will not write the errors repeatedly. The method used in this study was pre-experimental design and it was conducted in one of Islamic High School in Garut class X IPA 1. Written test was given to every students of the class to find out students’ writing achievement before and after have been given treatments. Beside that the interview was conducted to gather more information about students’ responses toward the strategy. Based on the findings that the value of tobserve (17.372) > tcritical (2.0452) it can be define that tobserved was out of Ho area and it meant that Ha was accepted. Therefore, it was concluded that using teacher’s corrective feedback significantly affected students’ achievement in writing text.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131170423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-28DOI: 10.31980/eealjournal.v3i1.1097
Mulida Zakiyah El Fuadah
This study was focused on the analysis of students’ anxiety in speaking English as a foreign language. More specifically, the research sought to find out how the students reduce their anxiety in speaking as foreign language. To achieve the purpose, this study employed a qualitative case study design for investigating and analyzing the natural situation focused on students’ anxiety. To collect the data, this study used semi-structured interview and open-ended questionnaire. Moreover, the participants to be involved in this study are eighteen students in one of boarding schools in Tasikmalaya, Indonesia. The result showed that the students have strategies to reduce their speaking anxiety; first, the students need to prepare the outline and make a concept related to the material, second, avoiding eye-contact to their friends and teacher, third, getting help from peers when students feel anxious about learning, and the last strategy is making the students enjoy in learning English. The findings revealed that those strategies can help the students more less their anxiety in speaking English. Hopefully, this study may portray a clear explanation for readers about students’ anxiety in speaking English and for researchers in investigating relevant area, more importantly, by knowing the students’ responses to their anxiety.
{"title":"AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY","authors":"Mulida Zakiyah El Fuadah","doi":"10.31980/eealjournal.v3i1.1097","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1097","url":null,"abstract":"This study was focused on the analysis of students’ anxiety in speaking English as a foreign language. More specifically, the research sought to find out how the students reduce their anxiety in speaking as foreign language. To achieve the purpose, this study employed a qualitative case study design for investigating and analyzing the natural situation focused on students’ anxiety. To collect the data, this study used semi-structured interview and open-ended questionnaire. Moreover, the participants to be involved in this study are eighteen students in one of boarding schools in Tasikmalaya, Indonesia. The result showed that the students have strategies to reduce their speaking anxiety; first, the students need to prepare the outline and make a concept related to the material, second, avoiding eye-contact to their friends and teacher, third, getting help from peers when students feel anxious about learning, and the last strategy is making the students enjoy in learning English. The findings revealed that those strategies can help the students more less their anxiety in speaking English. Hopefully, this study may portray a clear explanation for readers about students’ anxiety in speaking English and for researchers in investigating relevant area, more importantly, by knowing the students’ responses to their anxiety.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132013563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-20DOI: 10.31980/eealjournal.v3i3.1850
Student disengagement is certainly one of big issues in education. It is believed to be the factor linked to some serious problems such as low achievement, disruptive behaviors, and dropouts. The objective of this study was to discover the sources of student disengagement. This study was carried out by conducting in-depths interviews with 18 students who were identified to be disengaged in the university. The interviews took place for around two weeks in one of private universities in Garut. From the findings, it was shown that student personality and teacher-associated factors are the most influential factors among all. Moreover, student disengagement may be caused by other factors such as academic shaming culture, heavy workloads, inappropriate textbook selection, inadequate facilities, unfavorable environment, and class scheduling
{"title":"CONTRIBUTING FACTORS TO EFL STUDENT DISENGAGEMENT","authors":"","doi":"10.31980/eealjournal.v3i3.1850","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1850","url":null,"abstract":"Student disengagement is certainly one of big issues in education. It is believed to be the factor linked to some serious problems such as low achievement, disruptive behaviors, and dropouts. The objective of this study was to discover the sources of student disengagement. This study was carried out by conducting in-depths interviews with 18 students who were identified to be disengaged in the university. The interviews took place for around two weeks in one of private universities in Garut. From the findings, it was shown that student personality and teacher-associated factors are the most influential factors among all. Moreover, student disengagement may be caused by other factors such as academic shaming culture, heavy workloads, inappropriate textbook selection, inadequate facilities, unfavorable environment, and class scheduling","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130204677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-19DOI: 10.31980/eealjournal.v3i3.1852
A. N.
This research aimed to examine the effectiveness of Team Assisted Individualization technique on students’ reading comprehension on narrative text. In addition to that this research was also aimed to find out the students’ responses on the use of that technique. To achieve those aims quantitative research with quasi-experimental design was chosen. In this research, there were 72 students participating in this research, consisting of experimental group and control group in one of junior high schools in Garut. The data in this research were collected from pre-test, post-test and closed questionnaire. Those data were then analyzed statistically using Mann Whitney test. As the result, Team Assisted Individualization is effective to improve students’ reading comprehension. It was seen from Zobserved3,487 > Zcritical1,96. Therefore, Ho was rejected and Ha was accepted. Moreover, the result of questionnaire analysis also revealed that students gave positive responses on the use of Team Assisted Individualization. In short, Team Assisted Individualization is effective to be used in teaching students’ reading comprehension on narrative texts.
{"title":"TEAM ASSISTED INDIVIDUALIZATION TO ENHANCE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS","authors":"A. N.","doi":"10.31980/eealjournal.v3i3.1852","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1852","url":null,"abstract":"This research aimed to examine the effectiveness of Team Assisted Individualization technique on students’ reading comprehension on narrative text. In addition to that this research was also aimed to find out the students’ responses on the use of that technique. To achieve those aims quantitative research with quasi-experimental design was chosen. In this research, there were 72 students participating in this research, consisting of experimental group and control group in one of junior high schools in Garut. The data in this research were collected from pre-test, post-test and closed questionnaire. Those data were then analyzed statistically using Mann Whitney test. As the result, Team Assisted Individualization is effective to improve students’ reading comprehension. It was seen from Zobserved3,487 > Zcritical1,96. Therefore, Ho was rejected and Ha was accepted. Moreover, the result of questionnaire analysis also revealed that students gave positive responses on the use of Team Assisted Individualization. In short, Team Assisted Individualization is effective to be used in teaching students’ reading comprehension on narrative texts.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114498335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-19DOI: 10.31980/eealjournal.v3i3.1849
Tri Suci Adilla, Tanto Setia Muljanto
The aims of this study were to investigate what kind of the difficulties in comprehending academic text and factors that caused the students’ difficulties in comprehending academic text that have been faced by English Department students university in Garut. The participants were five semester students. The data were collected by demographic questionnaire and interviews with the English department students. The result showed that the English students faced four difficulties in comprehending their text in five semesters. The difficulties included four major themes, vocabulary, working memory, absence of extensive reading and type of text. Then, there were seven factors students’ difficulties in comprehending academic text that affected English students. They were, vocabulary level, comprehension ability, physical stated, stated of mind, interest in material and background knowledge. The conclusions of this study are the students faced difficulties in comprehending their text in their course and also there were seven factors which make them difficult to comprehend their textbooks.
{"title":"AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING ACADEMIC TEXT (A Qualitative Study at One of Universities in Garut)","authors":"Tri Suci Adilla, Tanto Setia Muljanto","doi":"10.31980/eealjournal.v3i3.1849","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1849","url":null,"abstract":"The aims of this study were to investigate what kind of the difficulties in comprehending academic text and factors that caused the students’ difficulties in comprehending academic text that have been faced by English Department students university in Garut. The participants were five semester students. The data were collected by demographic questionnaire and interviews with the English department students. The result showed that the English students faced four difficulties in comprehending their text in five semesters. The difficulties included four major themes, vocabulary, working memory, absence of extensive reading and type of text. Then, there were seven factors students’ difficulties in comprehending academic text that affected English students. They were, vocabulary level, comprehension ability, physical stated, stated of mind, interest in material and background knowledge. The conclusions of this study are the students faced difficulties in comprehending their text in their course and also there were seven factors which make them difficult to comprehend their textbooks.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.31980/eealjournal.v3i3.1866
Widiarti Hasanah
This study aims to investigate the experience that faced by novice English teacher in teaching English. To achieve the aforesaid purpose, this study was employed a qualitative study. The data collected through WhatsApp conversations. A novice English teacher of one Senior High School is chosen as participant. The result showed that there are some challenges faced by novice English teacher in teaching process; initial activities, core activities, and closing activities. The novice teacher provides several solutions to deal with these challenges, including in the initial activities stage, core activities stage, and the closing activities stage.
{"title":"FACING THE NOVICE TEACHER’S STAGE","authors":"Widiarti Hasanah","doi":"10.31980/eealjournal.v3i3.1866","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1866","url":null,"abstract":"This study aims to investigate the experience that faced by novice English teacher in teaching English. To achieve the aforesaid purpose, this study was employed a qualitative study. The data collected through WhatsApp conversations. A novice English teacher of one Senior High School is chosen as participant. The result showed that there are some challenges faced by novice English teacher in teaching process; initial activities, core activities, and closing activities. The novice teacher provides several solutions to deal with these challenges, including in the initial activities stage, core activities stage, and the closing activities stage.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133077401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.31980/eealjournal.v3i3.1858
Listia Dalpah Nursalimah, Tanto Setia Muljanto
This research is entitled “IMPROVING STUDENTS’ WRITING RECOUNT TEXT THROUGH PROJECT-BASED LEARNING”. This research aimed to examine improving students’ writing recount text through Project-Based Learning method. The research employed quantitative research with quasi- experimental design. The participants in this research were 30 students in experimental class and 30 students in control class in one of senior high school in Garut. In collecting data, the reseacher used test pre-test and post- test. The data were analyzed statistically using Mann-Whitney test. The result of Project-Based Learning method gave significant improvement to students’ writing proficiency. This result gained from hypothesis testing showed that Z18.0948 > Z5.1885. In, conclusion Ho was rejected and Ha was accepted. It means that there is a significant difference in the achievement of the students who are through by Project-Based Learning.
{"title":"IMPROVING STUDENTS’ WRITING RECOUNT TEXT THROUGH PROJECT- BASED LEARNING","authors":"Listia Dalpah Nursalimah, Tanto Setia Muljanto","doi":"10.31980/eealjournal.v3i3.1858","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1858","url":null,"abstract":"This research is entitled “IMPROVING STUDENTS’ WRITING RECOUNT TEXT THROUGH PROJECT-BASED LEARNING”. This research aimed to examine improving students’ writing recount text through Project-Based Learning method. The research employed quantitative research with quasi- experimental design. The participants in this research were 30 students in experimental class and 30 students in control class in one of senior high school in Garut. In collecting data, the reseacher used test pre-test and post- test. The data were analyzed statistically using Mann-Whitney test. The result of Project-Based Learning method gave significant improvement to students’ writing proficiency. This result gained from hypothesis testing showed that Z18.0948 > Z5.1885. In, conclusion Ho was rejected and Ha was accepted. It means that there is a significant difference in the achievement of the students who are through by Project-Based Learning.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116706394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.31980/eealjournal.v3i3.1865
Yetti Fajriati
This research aims to find out the techniques in presenting vocabulary to young EFL learners and to investigate difficulties and constraints as perceived by teachers in teaching vocabulary to young learners. A qualitative case study design will be used in this research. Data will be taken from teaching and learning activities by using observation and interview. The collected data will be classified, analyzed and concluded. This research is expected to be used as a reference for potential young learners’ teachers to teach in the future.
{"title":"Teacher’s Experience in Presenting Vocabulary to Young EFL Learners","authors":"Yetti Fajriati","doi":"10.31980/eealjournal.v3i3.1865","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1865","url":null,"abstract":"This research aims to find out the techniques in presenting vocabulary to young EFL learners and to investigate difficulties and constraints as perceived by teachers in teaching vocabulary to young learners. A qualitative case study design will be used in this research. Data will be taken from teaching and learning activities by using observation and interview. The collected data will be classified, analyzed and concluded. This research is expected to be used as a reference for potential young learners’ teachers to teach in the future.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130754043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-03DOI: 10.31980/eealjournal.v3i3.1860
Ai Erti Susanti
This research aims to investigate the teachers’ conception of creativity in teaching English as foreign language. This research usesd qualitative case study research since this research investigated in-depth events that investigated teachers understanding the concept of creativity in teaching English and how teachers applied the concept of creativity in teaching English. In this research data were collected from semi-structured interviews of two senior high school teachers. The data were then analyzed by following the framework from Lodico, Spaulding & Voegtle (2010). As the result, both participants had understanding the concept of creativity in learning English and both participants had many characteristics in applying creativity in their classroom such as activities that have challenges, interesting content,flexible, looking for new ways of doing things, adapting lessons, customize the lessons, uses of technology, and motivate the students.
{"title":"SENIOR HIGH SCHOOL TEACHERS’ CONCEPTIONS OF CREATIVITY IN TEACHING ENGLISH AS FOREIGN LANGUAGE","authors":"Ai Erti Susanti","doi":"10.31980/eealjournal.v3i3.1860","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1860","url":null,"abstract":"This research aims to investigate the teachers’ conception of creativity in teaching English as foreign language. This research usesd qualitative case study research since this research investigated in-depth events that investigated teachers understanding the concept of creativity in teaching English and how teachers applied the concept of creativity in teaching English. In this research data were collected from semi-structured interviews of two senior high school teachers. The data were then analyzed by following the framework from Lodico, Spaulding & Voegtle (2010). As the result, both participants had understanding the concept of creativity in learning English and both participants had many characteristics in applying creativity in their classroom such as activities that have challenges, interesting content,flexible, looking for new ways of doing things, adapting lessons, customize the lessons, uses of technology, and motivate the students.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133365134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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